Important works in the Dewey corpus -- particularly those discussing the theory and practice of art and aesthetic education, prepared from 1896 through 1900 while Dewey was working out the plan for the University's Laboratory School--remain virtually unstudied. When interpreting or building upon Dewey's theory of art and art education, scholars…

In this paper, I connect John Dewey's notion that growth occurs through interaction with a diverse community to contemporary discussions of inclusive education. I highlight the importance of materials that offer different access points, the chance for students to listen to one another, and the teacher's openness to each child's potential. Though I…

Educators frequently fret over how to bridge the gap between theory and practice. In an important sense, it is a false problem. Theory is simply the thoughtful, reflective phase of good practice. We will approach Dewey's philosophy as one of continuous creation and re-creation or even more precisely, social co-creation, that requires making…

Cosmopolitanism in 2009 is arguably the philosophical and social counterpart of the progressivism of 1909. In this article, the author argues that John Dewey's pragmatism has (at least) two valuable lessons for the theory and practice of cosmopolitanism. After situating Dewey in the current discussion of cosmopolitanism and locating this…

I explore Montessori's story in terms of her initial warm reception by America to her educational research, and her later cooling off, once Dewey's student, Kilpatrick, published The Montessori System Examined and declared her work to be based on psychological theory that was fifty years behind the times. I argue that there is a troubling gendered…